Abstract
The increasing number of elementary foreign-language college texts in which the matter of grammar is minimized in favor of other approaches to the study of foreign languages is indication enough that secondary-school methodology, in which the battle for a primary emphasis on basic grammar is all but lost, is making alarming progress in our college and university courses. If this were the result of the fact that secondary-school methods were inherently more sound and efficacious than the more traditional grammatical methodology, there would, of course, be no cause for alarm in this situation.
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